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The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home

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Abstract

Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed.

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Author Contributions

Ms. Santiago implemented the procedures, assisted in the design of the study, analyzed the data, and co-wrote the initial draft of the paper. Dr. Hanley designed the study, co-wrote the manuscript, and revised the manuscript according to the reviewers comments. Dr. Jin provided guidance on measurement and data analysis, developed the graphic displays, and assisted in revising the manuscript according to the reviewers comments. Ms. Moore implemented the procedures, assisted in the data analysis and in the writing of the initial draft of the paper.

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Author notes

  1. Keira Moore

    Present address: Crossroads School, Santa Monica, CA, USA

  2. C. Sandy Jin

    Present address: Eastern Connecticut State University, Willimantic, CT, USA

Authors and Affiliations

  1. The New England Center for Children, Western New England University, Springfield, MA, USA

    Joana L. Santiago

  2. Psychology Department, Western New England University, 1215 Wilbraham Road, Springfield, MA, 01119, USA

    Gregory P. Hanley

  3. The University of Massachusetts Medical School, Worcester, MA, USA

    Gregory P. Hanley

  4. Western New England University, Springfield, MA, USA

    Keira Moore & C. Sandy Jin

Authors
  1. Joana L. Santiago
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  2. Gregory P. Hanley
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  3. Keira Moore
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  4. C. Sandy Jin
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Corresponding author

Correspondence to Gregory P. Hanley.

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Santiago, J.L., Hanley, G.P., Moore, K. et al. The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home. J Autism Dev Disord 46, 797–811 (2016). https://doi.org/10.1007/s10803-015-2617-0

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  • DOI: https://doi.org/10.1007/s10803-015-2617-0

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